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ariel0423

Education

他是Justin Bieber. 他来自加拿大。
他是加拿大人。他说英文。
他是歌星（gēxīng）。

• 他是谁？
• 他来自哪个国家？
• 他是哪国人？
• 他是歌星（gēxīng）
吗？
• 他是做什么的？
• 他是总统
（zǒngtǒng）。

This document discusses how to "read" different nose shapes and sizes to understand people's personalities and tendencies. It claims that people with upward-pointing noses are more trusting, while downward-pointing noses are more skeptical. Horizontal noses have a balanced approach. Big noses leave impressions and dislike repetition, while small noses don't mind repetition and like working with others of similar nose size. Hooked noses share big nose traits but more extreme, and helper's noses tend to help others excessively. It analyzes Emma Watson and Will Ferrell based on these nose traits.

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This document contains vocabulary and example sentences about describing locations in Chinese using directional words like left, right, front, and back. It introduces characters for directional words like 左 zuǒ (left) and 右 yòu (right) and how to form sentences using relative place words like 在左边 zài zuǒbian (on the left). Examples show asking for and providing directions using phrases like 电影院在哪儿 diànyǐngyuàn zài nǎr (Where is the cinema?) and 这是商店,电影院在商店的后边 zhè shì shāngdiàn, diànyǐ

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The document discusses strategies for developing students' Chinese speaking skills. It provides 15 tips which include: 1) having students express opinions and feelings, 2) teaching how to repair communication, 3) bringing the real world into the classroom through role-plays and authentic tasks, 4) providing criteria and learning goals for speaking tasks, 5) using technology like flipped classrooms, 6) incorporating games, 7) using motivational incentives, 8) teaching sentence structure and word order, 9) providing visual stimuli to encourage speaking, 10) establishing Chinese-only zones in the classroom, and 11) teaching students to take control of conversations by asking questions. The overall aim is to give students confidence and skills to communicate spontaneously in Chinese.

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This document provides an overview of non-Roman Italy between 900-700 BC, focusing on the Greeks and Etruscans. It describes the establishment of Greek colonies in Magna Graecia and Sicily, including important cities like Cumae, Naxos, Selinus, Akragas, and Paestum. Greek architectural styles and temple forms are examined. For the Etruscans, it outlines the Orientalizing period and notable tombs from Caere and Tarquinia, including the Regolini-Galassi tomb and its artifacts. Key Etruscan architectural features are compared to Greek styles.

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